Abstract:
We looked at the nature and extent of graphing in science classrooms, science textbooks and NCEA science exams in secondary schools. We analysed 17 commonly used science textbooks, 36 Level one science exams from 2001 — 2015, and sent a questionnaire to Auckland and Northland schools. We asked about time spent on graphing in years 9-11, perceived importance of developing graphing skills in science and issues teachers face when teaching graphing skills.
